Student well-being: In search of definitions, measures, and research designs

Abstract

BackgroundLittle is known about the role of teachers in promoting student well-being. In part, this is due to varied definitions of well-being, imprecise measurement, and unclear theoretical models that specify social influences. To address these concerns, the authors of this special issue focus on student well-being and teacher-related antecedents. MethodIn this commentary, I evaluate the various definitions of well-being offered by each author and their implications for understanding links between well-being and contextual factors. I also examine the theoretical foundations of each paper and consider the impact of the teacher characteristics and instructional strategies on student well-being. Finally, I consider the measurement and design strategies utilized in the special issue studies and how they might lead the field forward. ResultsDifferent approaches to defining and measuring well-being highlight its multi-dimensional nature. A number of antecedents of well-being also are identified, ranging from autonomy-supportive teaching and teacher-student relationships to teachers’ attitudes towards cultural phenomenon and immigration. Finally, studies utilize multi-informant and multi-level assessments and longitudinal and mediational designs. ConclusionThe authors identify teacher-related, instructional, and climate factors that contribute to students’ subjective well-being, highlighting the notion that well-being can be manifest along multiple dimensions and multiple levels of functioning. In addition, the authors examine a number of factors that contribute to student well-being, identifying important antecedents. The use of multi-informant and multi-level assessments along with longitudinal designs also strengthened this work. Overall, the papers in this SI offer clear pathways for future research in this area.